ADVOCATES FOR Y OUTH ADVOCACY KIT · advocacy campaign. Specific sections address working in groups...

ADVOCACY KIT A D V O C A T E S • F O R • Y O U T H

Contents

• Advocating for Adolescent Reproductive and Sexual Health

• The Role of Coalition Building in Community Education and Advocacy

• Working with Teens

• Involving Religious Communities in Advocacy Campaigns

• Education and Media Campaigns

• Lobbying: The Art of Persuasion

• Responding to Opposition and Criticism

• Common Questions About Sexuality Education

Adolescent Reproductive and Sexual Health

ADVOCATING FOR ADOLESCENTREPRODUCTIVE AND SEXUAL HEALTH

Advocacy is critical in efforts to ensure that adolescent reproductive and sexualhealth programs are enacted, funded, implemented and maintained. Advocacy(like lobbying) seems intimidating to many—but the idea is more frightening thanthe activity. All advocacy involves is making a case in favor of a particular causeusing skillful persuasion and/or strategic action. In other words, advocacy simplymeans actively supporting a cause, and trying to get others to support it as well.

Advocacy involves attempts to influence the political climate, public per-ceptions, policy decisions and funding determinations in order to improveadolescent reproductive and sexual health. Advocates work not only to pro-mote a defined solution, but also to defeat unacceptable proposals.

Advocacy takes many forms. A comprehensive advocacy campaign willfirst and foremost influence political support for a program by educatingpolicymakers. Depending on the situation, policymakers can include nation-al, state or local legislators; county or city council members; school boardmembers; or anyone else in a position to promote or reject proposals thatyou care about. Another important target for advocacy campaigns is thepublic, since public desires affect political decisions. A campaign aimed atthe public could target a general community or a specific group such as par-ents in a particular neighborhood.

The only prerequisite to being an advocate is being committed to theissue at hand. Too often, people who work with and for youth do not seethemselves as appropriate advocates because they are not lobbyists for theirorganizations. In fact, staff of youth-serving and community-based agencies,teachers, health care professionals, parents and teenagers can be articulateand compelling advocates for teen health programs. First-hand experiencein helping young people build skills, education and motivation to makeresponsible choices about sexuality provides a remarkable body of expertisethat can, and should, be more available to the policymakers.

This Advocacy Kit contains information on the basic components of anadvocacy campaign. Specific sections address working in groups to achieveyour goals (Coalition Building in Community Education and Advocacy), pro-moting your goals to the public (Education and Media Campaigns) and influ-encing the legislative process in your favor (Lobbying: the Art of Persuasion).

The staff of Advocates for Youth hopes this information is useful toyou in promoting teen health in your community. Please call (202) 347-5700if you have questions, or require further information.


What’s wrong with teaching abstinence?

All comprehensive sexuality education programs teach about abstinence,and help teens build their skills to remain abstinent if they so desire. Thesetopics include decision-making, negotiating health care and contraceptiveuse, disease prevention and avoidance of peer pressure. When abstinence istaught as the only option for young people, however, teens are denied infor-mation and skills that will be vitally important to them at some point in theirsexual lives.

Furthermore, sexually active teens feel stigmatized by messages that onlyabstinence is safe or appropriate, and may be less likely to use contraceptionwhen they have intercourse. After all, condoms provide 10,000 times moreprotection than no contraception at all. Withholding information does nothelp young people make informed and responsible choices.

How can you teach abstinence and contraception at the sametime? Doesn’t that send a mixed message?

Teaching abstinence along with contraception does not send a mixed mes-sage. Instead, it realistically acknowledges the complicated nature of sexualrelationships and the important decisions that being sexual people involves.Comprehensive sexuality education provides young people with facts abouta wide range of behaviors and choices, including abstinence and contracep-tion. This information empowers teens who are both having and abstainingfrom sex to make healthy decisions based on knowledge and their personalvalues. Research indicates that school programs that promote both absti-nence and protected sex are more effective in reaching teens and help themmake responsible decisions.

How can sexuality education be good ifso many people oppose it?

Actually, most people (including most parents) support sexuality educa-tion. A recent study indicated that 85 percent of adults support comprehen-sive sexuality education in the schools, and 94 percent support HIV preven-tion education in the schools. Public health organizations recognize that sex-uality education is beneficial; a list of organizational supporters appears onthe reverse of this page.

Most opposition to sexuality education comes from a small minority ofpeople, unusually conservative in their political and religious values. Thesecritics usually fear that any discussion of sexuality will lead young people tohave sex or that openness about homosexuality will somehow “recruit” teensinto lesbian or gay relationships. Another misperception is that programswhich are not comprehensive and only discuss abstinence can be effective.Not one of these beliefs is true. Educating the public about the real contentand effects of sexuality education will help allay fears and make visible theoverwhelming public support for comprehensive sexuality education.


THE ROLE OF COALITION BUILDING INCOMMUNITY EDUCATION AND ADVOCACY

Coalition building and public education play vital roles in implementingpolicies and programs for adolescent reproductive and sexual health.Coalitions provide a structure for allied groups to pursue a unified goal,coordinate strategies pool resources. Broad-based coalitions demonstratewide support for particular policies or programs.

Coalitions can serve the purpose of educating policymakers and the publicregarding adolescent reproductive and sexual health services. Coalition mem-bers act to lobby policymakers, write letters to the editor, speak with thepress, attend community meetings and give public testimony. By so doing,policymakers and the public are afforded accurate and compelling informa-tion regarding adolescent health and are therefore more likely to demonstratesupport for related policies and programs. Coalitions act to mobilize this sup-port, demonstrating to policymakers that constituents care about improvingor maintaining adolescent access to sexuality education and health services.Coalitions also provide a powerful counterpoint to organized opposition.

The following are some basic tips for creating and maintaining a coalition.Activities through which the coalition can promote adolescent reproductiveand sexual health programs and policies are also included.

There are four steps to increasing community involvement and buildingsupport for adolescent reproductive and sexual health programs:

• Work in coalition• Conduct research• Prepare materials• Conduct educational campaigns

The following explains each step in greater depth.

Step 1: Work in Coalition Coalitions are invaluable because they bring people and resources togeth-

er from all sectors of the community and provide visible signs of communitysupport. Working in a group helps increase quality as well as the quantity ofwork, and prevents burnout by spreading responsibilities. Coalitions allowindividuals and groups to contribute their unique expertise, as well as toeducate and mobilize their particular constituents. Coalitions can help identifygenuine concerns and engage in group problem-solving. Once a program isimplemented, coalition members are ideal for providing services andresources for program operations.

Coalitions are hard work, however. Keep in mind the following pitfallsand work to minimize the usual problems found in coalitions:

• Coalition members’ interests may conflict


• Building consensus is a time-consuming process• Logistics become more complicated• Guidelines for Effective Coalitions.

Develop a statement of purpose and goals. The “statement ofpurpose” can be broadly worded to reflect the philosophy of the coalitionand permit a wide range of groups to participate. “Goals” should be specif-ic, achievable and measurable. An organization’s membership in the coali-tion symbolizes their commitment to the goals, and is indicated by endorse-ment of the coalition’s statement of purpose.

The statement of purpose should be broad, but not so broad that groupswho would actively impede the overall purpose are eligible to be members.For example, if the coalition seeks comprehensive sexuality education, agroup that opposed any discussion of abortion would not be an appropriatemember. The coalition could work with non-member groups on other pro-jects, but without jeopardizing the strategic work of the coalition.

The statement of purpose is also a place to clarify that your program iscomprehensive and to address obvious criticisms. Highlight program com-ponents such as “involving parents” and “promoting abstinence” to forestallcriticism and prevent misunderstandings. For example, a coalition seekingcomprehensive sexuality education might adopt a statement of purpose thatthe coalition seeks sexuality education which includes information aboutabstinence and the full range of family planning options, as well as buildsskills to communicate with parents and peers about sexuality.

Establish a structure and leadership roles. Coalitions are mosteffective when all members have a voice and know they will be heard.Creating maximum involvement does not negate, however, the need fororganized leadership and structure.

Select leaders. Choose chairs and clearly define their responsibilities.It often helps to have co-chairs whose skills complement each other and whorepresent organizations willing to commit significant time and/or resourcesto coalition efforts. Roles can be shared or rotated.

Create a broader leadership team that includes representatives ofthe major interest groups. A diverse team will be more successful in provid-ing effective leadership on an issue as complex and multi-faceted as teenreproductive and sexual health.

Select spokespeople who will represent the coalition to the media.These should be people with experience in interacting with the media, whoare comfortable in that role. The spokespeople may or may not be the samepeople as the leadership team, but this may simplify communication. One ofyour spokespeople should be an articulate teenager. Agree on a process forhandling media requests and opportunities.

Share responsibilities for the work through task forces orcommittees. These allow more people to become invested in the group,and can either be permanent or just for a specific project. Define responsibili-ties and the decisions that can be made without the broader coalition.



Organizations and Groups to Involve• young people• school faculty and staff, including health educators and nurses

teachers’ unions• public and community health professionals and officials• social service agencies• adolescent pregnancy prevention organizations• family planning providers• youth-serving agencies• religious leaders and organizations• racial and ethnic associations• civil rights groups• gay and lesbian advocacy groups• local chapters of national advocacy organizations• civic groups• elected officials• AIDS prevention and service organizations• school-based and school-linked health center staff • child abuse and neglect groups• women’s groups

remain true to its mission. Moreover, youth are excellent spokespeople forprograms designed to address their needs. Young people can also organizestudents and other young people to support the program. Many communitygroups already work closely with youth and should be targeted for involvementwith the coalition. Teens know their peer opinions and needs better than mostadults; be open to young people’s suggestions, and seek their input. Involve youthin meaningful ways, and encourage them to represent the coalition to the media.

Develop materials. Create 1-2 page materials describing the problemyou are concerned about and the proposed program’s ability to address it.Compile a larger packet of materials that can be distributed to the communi-ty and to the media. See Step 3 (below) for more information on what typeson information to create.

Develop educational campaigns. In order to win support for yourprogram, you must be ready to advocate on its behalf. Survey the policymakerswho will be involved in approving, funding and implementing your program,and start educating them. Start with firm supporters and move on to moder-ates and undecideds. Coalition members can testify at hearings, organize let-ter-writing campaigns, write letters to the editor, etc. Refer to the Lobbyingand Media handout as well as the Public Education Campaign section below.

Monitor planning and implementation of the program.Once legislation has been passed, the expertise of coalition members can be use-ful in design and implementation. Members may be asked to sit on thedesign team or advisory committee, provide education in classrooms, trainprogram staff, develop written or visual materials or accept referrals for otherservices.

Step 2: Conduct ResearchPoll after poll shows that most Americans support adolescent reproduc-

tive and sexual health programs. Those who are not initially supportive usu-ally need more information to convince them to be proponents. They mayjust need to understand why the program is important and what its compo-nents are in order to become supporters, or they may have specific questionsor concerns that can be easily answered. Others need to feel that representa-tives from their community have been involved in developing the programin order to become its champions.

Three types of research are necessary in order to answer these questionsand maximize public support.

Prepare a needs assessment. The coalition cannot build support fora program unless it can make a compelling case for why this program or pol-icy is needed, and what its effect will be. This analysis is typically called a“needs assessment.” Research the situation in your community and makecomparisons with national rates. What has changed over time? A list ofneeds assessment components is included in this packet.

Asses the current political situation. The coalition cannot workeffectively for change without understanding the political environment andthe players. Who does the coalition need as a supporter of the program, and


what is their background and viewpoint? What policymaking body willmake this decision, and what is its structure for doing do? Who is running inupcoming elections, and how will their success affect program implementation?

Know the opposition. Strategic planning for program success mustinclude an understanding of what opposition the program will face, and fromwhere this opposition will come. Research the most likely concerns and criti-cisms to be raised and prepare in advance to respond with current researchand facts. Answers to the most common questions about specific adolescentreproductive and sexual health programs are included in this packet.

It is vitally important to anticipate organized opposition from extremistconservatives. Programs designed to address sexual and reproductive healthare a flash point for extremist groups, and may generate vocal and sustainedcriticism. The Extremists effectively publicizes misinformation about adoles-cent reproductive and sexual health which must be corrected if the public isgoing to support programs under attack.

Research any extremist group affiliates in your community and collect theirmaterials on the issue at hand. Find out which decisionmakers are associatedwith these groups and what their arguments are likely to be whenapproached about proposed programs. Information on the Far Right’s mostcommon misinformation tactics is included in this packet, along with anoverview of extremist groups.

Step 3: Prepare materialsAdvocacy is easier if the coalition has gathered or created information

persuasive to groups being approached for support. Materials may be creat-ed for specific audiences whose concerns vary, since parents, the press, legis-lators, business people and teens will be interested in and/or concerned bydifferent aspects of the problem at hand and the coalition’s suggested solu-tion. Leave materials behind whenever coalition members visit policymakersor other interested groups.

Educational pieces should be short, easy to read and to the point. They shouldexplain the need for the program as well as describe the program’s componentsand its intended effects. Educational materials are an appropriate place to respondto questions, concerns and misinformation about the program. (See the Media sec-tion for more information on press-related materials and the Needs Assessment foruseful data.)

Materials to create:

• Information about the coalition: list of members, statement of purpose andgoals

• National, state and/or local statistics on adolescent reproductive and sexu-al health connected to the proposed program or policy, such as rates ofsexual activity, lack of access to medical care, rates of pregnancy, reportedAIDS and STD cases

• Factual information that describes the local situation, explains why theproposed program or policy is necessary and describes its intended effects


• Information on similar programs implemented elsewhere • Research and other facts that rebut expected criticisms from the opposition• Supportive media coverage of the issue such as a newspaper clipping or editorial

Step 4: Plan and Conduct Education CampaignA successful strategy for program implementation must include educa-

tion targeting three distinct groups that, while distinct, influence one anoth-er: policymakers, the public and the media. Without public support, policy-makers will be reluctant to back potentially controversial programs. Mediacoverage educates the public about the need for and structure of the propos-al. An educated public is more likely to press for political support of theprogram. Without political support, the program cannot succeed, particular-ly when legislative approval is required. Specific educational activities arelisted later in this section.

Ensure that factual information presented in clear and accessible languagereaches the public BEFORE misinformation about a proposed program does.Communicate about why the program is needed, what the program goalsare, how teens will benefit from it and how the public can observe and par-ticipate in the program. Never let a communication void be filled by mis-leading, inaccurate information; instead, reach out with information beforethere is a crisis of communication and public trust.

The best way to educate is to USE THE MEDIA. People who opposeadolescent reproductive and sexual health programs use the media, andprogram proponents must also. Use the media and other forums to challengemisrepresentation and ask for clarification. Never allow misinformationabout a proposed program to stand unchallenged.

The Media section of this Kit gives tips on working with press to promotea program, but several points bear repeating. Use the media to respond toconcerns about the program, particularly those originating in press arenassuch as letters to the editor or op ed columns. Write articles for the localpaper and promote coalition members for interviews on television and talkradio. Use press releases and news advisories to keep the media informedabout the state of teen health in your community, and how the coalitiongoals will help improve the situation.

An educational campaign involves targeted advocacy. The Lobbying sec-tion gives specific tips but, in general, the coalition should plan to visiteveryone involved in promoting, approving and implementing the program.Meet first with the most supportive individuals or agencies, and ask them tojoin the coalition. Their name on the coalition membership will invite othersto join.

Coalition members should go directly to influential and supportive com-munity members and groups, describe the program and why it is needed,and ask them to publicize the coalition’s goals. Providing materials for orga-nizational newsletters and meetings is an easy way to provide information toa broad group of people. Speaking at meetings and other group activities isanother effective way to get out the word on the coalition’s program.


Other Activities for Educating the PublicAll of these events present opportunities to reach the public with detailed

information about the proposed program. The following opportunities canbe used to answer questions, respond to concerns or questions, and encouragebroader participation in the group working to promote the program.

• Give a presentation at board or membership meetings of civic, profession-al and/or advocacy groups and ask them to endorse the coalition’s goals.

• Create and distribute materials targeted for a specific audience, such asparents; these materials can include questions and answers, reports, factsheets, etc.

• Hold or participate in community forums or briefings for parent groups,PTAs, neighborhood associations, etc.

• Testify at meetings of policymaking bodies such as school boards, citycouncils, legislatures.

• Organize coalition members’ constituencies to engage in a letter writingcampaign to policymakers and/or the papers.

• Conduct a petition drive among the general population or among specificgroups such as students; then hold a press conference and present thesepetitions to policymakers.

• Conduct polls or surveys to gauge and/or illustrate community support.• Write articles about the program for organizational newsletters.• Hold speak-outs, protests or rallies to illustrate support for the program.• Write letters to school boards, Department of Education and other govern-

ment agencies concerned with the issue.


WORKING WITH TEENS

Following are tips for working with young people and involving them inyour advocacy efforts. By and large, these are simply the common-sensecourtesies that make any group effort successful.

If you don’t have contact with any adolescents, contact peer education,youth service and youth leadership programs in the community, especiallythose focusing on youth and sexuality. Start with your local AIDS prevention,pregnancy prevention, health education and youth development programs.

Integrate young people into coalition and group efforts.Meetings should be scheduled when teens can attend, in an accessible loca-tion. Like everyone else, young people should be kept informed about plansand meeting times.

Enable young people to participate in coalition and group activities inmeaningful ways. Youth should participate as much as possible in the coali-tion’s decision making process, and should have equal rights to vote andhold leadership positions. Be clear with other coalition members that youngpeople are equals in the effort.

Be open and nonjudgmental about young people’s insightsand suggestions. Let them know that their involvement is important. Guardagainst dismissing, or otherwise reacting negatively to, young people’s suggestions.

Many young people are intimidated by adults; they may not be accus-tomed to being included in planning or other strategy discussions. Be aware thatit may take time and effort to get young people to participate fully in thecoalition. Work to help teens feel comfortable. Don’t assume if a teen isn’tspeaking up that he or she doesn’t have an opinion. Solicit contributionsand opinions from teens during meetings and discussions.

Take advantage of the expertise teens offer. Young peopleknow about their peers. Encourage them to share their knowledge about aproposal’s positive or negative impact on young people. Affirm teens’ input!

Be honest about your expectations for the project, the teens’ contribution,and the coalition’s benefit from teen participation. Keep your expectationsrealistic. Check in with coalition members to make sure people’s expectationsand needs are being met.

Be prepared to offer support for young people. Think aboutkinds of support it may take to involve a broad variety of community mem-bers (including teens) in the project. Support can include financial assistance,transportation, training and information. Encourage coalition members tointeract with each other to provide this support in order to maximize every-one’s participation.

Make the work interactive and fun. Like adults, young peopleare more likely to become and remain active in projects that are interestingand fulfilling. Volunteer work should be pleasurable!


Help build teens’ skills so they can become more involved.Young people may need information about adolescent health statistics, theoverall political situation or the community’s need for a particular program.They may need help learning how to be effective communicators and to feelcomfortable speaking with the media or with policy makers. Provide youngpeople with opportunities to build their skills and you expand the coalition’seffectiveness.

Don’t make assumptions about what individual young people are like.

Things that teens could do (anything adults can do!)

• Petition drive

• Conference

• Media interviews

• Educate legislators

• Plan a program

• Evaluate a program

• Provide information to media, etc.

• Get other young people involved

• Plan strategy

• Design educational materials

• Educate the community, their peers, etc.

• Coordinate parts of the program

• Conduct research or needs assessments

• Fundraise

• Write letters to the editor

• Testify before government bodies


WORKING WITH COMMUNITIES OF FAITH TOPROMOTE ADOLESCENT REPRODUCTIVE

AND SEXUAL HEALTH

Confronting ExtremistsAdvocates for progressive issues often meet opposition by determined

conservative activists who claim to speak from the sole acceptable moral and reli-gious perspective. Opposition based on religious issues is particularly likely whenthe issue at hand is adolescent reproductive health, since this combines two poten-tially explosive topics: the rights of young people and sexuality. Advocatesworking on behalf of young people’s reproductive rights desperately need the sup-port of communities of faith in order to confront extremist opposition. Progressivesespecially need Christian clergy to stand up to the intolerant, bigoted and oppres-sive use of the faith by well-organized religious political extremist groups, suchas the Christian Coalition.

Progressive advocates working together with supportive members of thefaith-based community can successfully combat religious political extremists’powerful rhetoric. Without any dissenting voices from within the religiouscommunity, public debate over adolescent reproductive and sexual healthissues can become polarized between the “religious” and the “secular” pointof view. The extreme political agenda of certain visible and vocal groups canbecome automatically associated with what is “holy” or “morally right”.The secular and progressive view, by disassociation, will be rendered“wrong” or “immoral” in the public’s eye.

By wedding social and political views to their religious affiliations, extrem-ists have successfully characterized any criticism of their positions as anti-reli-gious bigotry. They hypocritically seek protection behind the First Amendmentwhile attempting to abridge the First Amendment rights of others. Advocatestherefore need to work with members of the religious community to broadenthe public definition of the “religious position” on various issues and to denyextremists the sole power to define what is “morally correct” for society.

When building coalitions, progressive advocates should not attempt to sepa-rate public health and spiritual issues. Too often, public health officials addressan issue such as AIDS prevention from a purely medical angle without anyacknowledgment that attitudes towards sexuality are often influenced by peo-ples’ religious/spiritual convictions. People tend to make decisions through amix of pragmatism and moral conviction. It may well be that the success of pro-gressive programs now rests on advocates’ ability to address peoples’ wish tointegrate their spiritual and secular lives. Including vocal representativesfrom religious communities in advocacy and public education campaigns isessential to this goal.


Reaching Out to Religious LeadersBe PatientWhile it is vital to enlist the support of faith-based communities, it is necessary

to have realistic goals and not expect overnight success. Coalition building isdifficult, no matter the topic or audience. Adolescent reproductive and sexualhealth activists face unique challenges, especially when seeking religious support.Leaders in the religious community you most desire to involve in advocacyefforts may be reluctant to step forward when first approached. Clergy oftenface difficult decisions, being doubly charged with an expectation that they willoffer guidance not only in nonspiritual matters but also maintain spiritual unityin a congregation which may be divided along political and social lines. Clergymay choose to avoid discussing political matters for fear of dividing their con-gregation. Like political figures, religious leaders may be attacked by extremistsfor their stands on issues. This is especially burdensome in denominations andfaiths where the clergy is hired by the congregation rather than appointed by ahigher governing body. An unpopular stand on a political issue like abortion orgay rights could cost jobs. Know that it may take time to encourage clergy toparticipate in adolescent health promotion efforts.

Show Community and Congregant SupportIt is most effective for congregants to approach their own clergy when seeking

support. Given the potential level of opposition around sexuality issues, clergymay need reassurance that a large number of their congregants favor activism onprogressive issues before they will give support. It is also useful to work withgroups such as sisterhoods, parent groups, youth groups, or social action groupsalready established within the religious community. Additionally, some clergymay need to feel that there is consensus among their clerical peers before theywill be comfortable getting involved in an advocacy campaign.

Be Prepared to Educate

Clergy hear the same extremist rhetoric as everyone else: condemnations,exaggerations, and mistruths about progressive issues, particularly aroundsexuality. They may be influenced by the images of extremist propaganda anddistortions of right wing candidates; even clergy sympathetic to progressivecauses may unconsciously carry ideas of “seedy abortion mills,” “sex instruc-tion,” and “sex clinics”. Prepare materials that provide information about theissue at hand in order to help make your case for the clergy’s involvementand commitment.

Be willing to meet clergy people “where they are” on an issue. Do notexpect even sympathetically-minded clergy people to simply parrot progres-sive positions. Clergy have unique responsibilities and unique restrictionsplaced on them by their vocations. Respect the clergy’s position and the con-straints which they may feel.

Clergy willing to speak publicly about adolescent reproductive and sexualhealth issues may still need education and resource materials. They may needhelp understanding the complicated issues today’s young people face aroundsexuality: STDs, AIDS, rape, pregnancy, incest, homosexuality, abortion. Whileteens, parents, and other concerned individuals may wish to seek counsel from


clergy on reproductive or sexual health issues, few seminaries address sexualityin practical terms or give clergy the skills to talk about reproductive health.Providing clergy with materials and support can help them become bettercounselors as well as advocates.

Be Respectful of Time CommitmentsWhen approaching clergy remember that most have great demands

placed upon their time. They may have little time to devote to other causes,between planning and leading services, visiting the sick, comforting mourners,welcoming newcomers, supervising staff, attending to church finances and prop-erty, and participating in community projects. Even clergy who want to helpmay feel unable to take on another obligation. Avoid requesting things that oth-ers could do just as well; make every effort to create specific (and time-limited)avenues of involvement and be prepared to work with clergy who only wantto take limited roles.

Concentrate on asking clergy people to undertake activities that will havethe most effect in helping policy makers and the public understand that manyreligious people support adolescent health programs. Delivering testimonybefore a policy making group, working with the media, conducting interviews,or speaking to parents’ groups are very specific—and very effective—waysreligious leaders can help broaden public understanding of young people’sreproductive health needs.

Finding Religious Support for Youth ProgramsIt may seem overwhelmingly difficult to bring spiritual leaders into your advo-

cacy campaign, but the energy and time will be well-invested. Here are some tips:Begin at home. Progressive advocates need to speak out about their

own spirituality, and the moral necessity of public health programs. Being vocalabout your own religious and spiritual perspectives and practices is animportant way to make clear that extreme conservatives do not hold the onlyperspective on faith. Speak out about the need to protect teen health, andhow your commitment is connected to your personal belief system. Askyour own clergy member to get involved in promoting teen health in yourcommunity.

Start with progressive religious leaders and communities.Almost every community is home to at least one outspoken, progressivereligious leader. As with any other advocacy campaign, begin your outreachto religious leaders by identifying those who are already committed. Reachout to religious groups which have passed policy statements in support ofreproductive choice or other progressive issues. Many, many denominationssupport abortion and other progressive public health issues. The ResourceList at the end of this article provides contact information for these groups.

Contact national advocacy organization concerned withyour issues. National organizations can be very helpful in identifyingorganizations and individuals who are willing to get involved in advocacyefforts and countering religious extremists’ claims about morality. Theseorganizations include the Religious Coalition for Reproductive Choice, theInterfaith Alliance, and Americans United for the Separation of Church andState (see the Resource List).


Know when to stop. You don’t need every religious leader in thecommunity to actively participate in your efforts. The enthusiastic and vocalsupport of a few well-respected and committed individuals will aid yourefforts immeasurably and help demonstrate that adolescent reproductive andsexual health is a mainstream issue.

At no other time has there been a greater need to involve members of thecommunity of faith in advocating for adolescent reproductive and sexualhealth. The opposition is well organized and increasingly successful at elect-ing legislators who are willing to pass regressive public health policies. Yetthose legislators—and the groups who support them—do not speak for allAmericans. They are an extremist minority. Broadening the progressive advo-cates’ base to include clergy and communities of faith is a crucial and realiz-able goal. Advocates for adolescent reproductive and sexual health are notalone in their view that young people need to make healthy and informeddecisions about their lives. We must seek out allies from many communities,and stand united; together progress can and will be made.


RESOURCE LIST

The following national organizations support progressive reproductivehealth platforms. They can be of great assistance in building activist coali-tions in your community as well as providing a starting point to reach othercommunities of faith for progressive issues.

Religious Coalition for Reproductive Choice1025 Vermont Avenue, NWSuite 1130Washington, DC 20005(202) 628-7700(2020 628-7716 (fax)[email protected] (email)www.rcrc.org (web page)

The Religious Coalition for Reproductive Choice represents forty nationalChristian, Jewish, and other religious organizations that support a full rangeof reproductive health options. Call for a list of the Coalition’s members.

Catholics for a Free Choice1436 U Street, NWWashington, DC 20009(202) 986-6093(202) 986-332-7995 (fax)[email protected] (email)

Interfaith Alliance1511 K Street, NWSuite 738Washington, DC 20005(202) 639-6370(202) 639-6375 (fax)[email protected] (email)

Americans United for Separation of Church and State1816 Jefferson Place, NWWashington, DC 20036(202) 466-3234(202) 466-2587 (fax)[email protected] (email)www.netplexgroup.com/americansunited/ (webpage)

This article is based on How to Organize and Mobilize Religious Supportfor Choice from the Religious Coalition for Reproductive Choice. Call orwrite the Coalition for a complete list of their publications.



EDUCATION & MEDIA CAMPAIGNS

Media coverage is important because it carries your message to a muchlarger number of people than can be reached independently. Carefullyplanned media strategies help identify supporters, answer people’s concernsand persuade those who are undecided. The media also can diffuse criticismby providing a forum to explain a program and demonstrate thoughtfulness,sensitivity and candor.

Luckily, adolescent sexuality is a story that will attract press attention.Unluckily, it is also a story too-often covered irresponsibly or without a greatamount of depth. Given our society’s discomfort with adolescent sexuality,media coverage of the issue often fails to explore the complicated and inter-related aspects of teen health and the prevention programs designed toimprove adolescent futures.

Successful media plans usually follow a four-step process:

1. Define the role of the media in outreach efforts. Be aware of media cover-age of related issues (sexuality, HIV, adolescence) and provide copies ofpast coverage in briefing packets. Keep records on local and nationalpress (both those who have been contacted and potential contacts). Keepaccurate mailing, telephone and fax lists of the press in your area.

2. Determine what press activities to hold and which materials to have onhand as background or current information. Consider sending out pressreleases, creating a press packet, holding a press conference or using avariety of other techniques.

3. Be aware of the leading spokespeople for the opposition and the mediastrategies they employ; be prepared to respond.

4. Evaluate your press campaign. Keep track of stories, determining how thestory was presented, who was quoted and what kind of follow-up may benecessary.

The Spokesperson and Interviews The Spokesperson: Press calls should be routed to a designated

spokesperson (or spokespeople) to establish a regular contact for the reporterand to allow for follow-up. This person should be articulate and well-versedon adolescent health and pregnancy prevention issues. They should be ableto speak clearly and directly to the issue without using jargon or terms unfa-miliar to the audience. If the respondent is not a spokesperson for the orga-nization, but is providing background information, make the relationshipclear and let the reporter know who to talk to for attribution.

When You Don’t Know: If the spokesperson does not know theanswer to a question, it is important to say so. Reporters have the right to askanything and expect that the spokesperson will answer to the best of his orher knowledge. The respondent has the right not to be drawn into issues that


are inappropriate for comment. ANY remarks made to the media are liableto be used. If you don’t want something published, don’t say it. If there is asubject on which you don’t want to be quoted, the safest rule is to not talkabout it. Do not be drawn into criticism of colleagues or other organizations.Reserve criticism for real adversaries or for motivating public officials.

The Story: It is crucial that the spokesperson plan in advance whatpoints to make and how to make them succinctly. Anticipate difficult ques-tions and practice answering them in a role-play situation before interviews.Focus on two to three points, and stress these points in your conversation orinterview. Short snappy sentences (15-20 words) that stand alone are “soundbites;” make it easy for the media to use your words by providing them inthis format. Use a technique called “bridging” to ensure that your points aremade. For example if the interviewer asks an irrelevant question, say “Ithink the real issue [or question] is...”

The Press Information PacketOne of the most important items for a media campaign is the press infor-

mation packet. It contains basic background material on the program’sissues and describes the coalition. It can be used to insert press releases andadvisories for conferences or briefings. A standard packet includes:

• Information about the coalition: a list of members, statement of purposeand goals;

• Contact information for the press spokesperson, including a phone number;• Background (such as fact sheets) on adolescents and AIDS, STDs, sexual

activity and pregnancy/birth/abortion rates;• Information on similar prevention programs across the country; • Favorable press coverage of the coalition or similar prevention programs;• Information on how the proposed program can address a need in the

community;• Materials for a press conference, such as news advisories, news releases, state-

ments from the coalition leadership, copies of their speeches or testimony.

When the Press Calls Calls should be directed to a spokesperson who will either respond to the

inquiry or refer the reporter to an appropriate person for additional informa-tion or an interview.

Respond to all media calls. Don’t avoid press calls. Leaving a “no com-ment” impression may arouse suspicion. Responding quickly will increasethe chances of being quoted and cited in the final story. Practice makingyour 1-2 points before calling the reporter back.

Be aware of “sensationalist” journalists, those who have stated theiropposition to your program, or those who work for newspapers with an edi-torial position against it. Be especially cautious when working with thesejournalists. Think about how to work with these journalists before they call;you may decide not to give interviews to these organizations.


When Contacting the Media Develop a press list including contact information for the various depart-

ments you will be contacting (PSA, events listing, health writer). Your press listshould contain the television, radio and newspaper outlets in your area, includ-ing university papers, community newspapers and radio stations, regionalmagazines and military press officers.

• Learn the deadlines for the media outlets on your press list and researchthe demographics of their target or primary audience (e.g. teenagers,sports fans, affluent). To be most effective in dealing with the press, alsoresearch the contact for your calls and materials. The following are somesuggestions:

• Newspapers and Magazines: Contact the assignment editor or the assign-ment desk.

• Television: Start with the assignment desk. TV public service directorsand editorial directors also are good contacts, particularly for public affairsprogramming. Some correspondents also take part in deciding which sto-ries are covered.

• Radio: Identify news directors and talk show producers to whom theinterview may be suggested. Shows whose primary audience is teens area particularly good place to call for coverage.

Evaluating Press Relations Keep copies of press coverage that mention your efforts, as well as records

of press materials, media contact information. The crucial factor in under-standing and evaluating press experience is in setting realistic expectations.

A news story should present the proponents’ side of the story fairly andevenly and present other viewpoints. It should incorporate at least one ofthe major points raised in the interview. It will quote spokespeople accurate-ly. But most important, a press piece should not only educate the communi-ty about challenges the program confronts but also lay the foundation forgreater awareness and support.

Media ActivitiesNews Releases. A news release is a one-to-two page (500-800 words)

description of an event, program or activity. It can stand alone or be enclosedwith additional materials and resources. News releases should be distrib-uted with sufficient lead time and include the following: one or two quotesfrom spokespeople; date on which the information can be released; facts:who, what, where, when, why and how; contact name and telephone num-ber. Make your point in the first few paragraphs. Distribute a news releaseby mail, fax, messenger or at conferences and press briefings.

News Advisories. A news advisory is sent to announce an event orspecific news; it is a simple one-page document that invites coverage of anevent. Include a description of what is happening, when, why, where and whois participating. Fax the advisory to your contacts 1-2 days prior to the event.


News Briefings and Press Conferences. Briefings should bereserved for announcements that cannot be communicated well in a pressrelease. When possible, schedule the briefing to last up to half an hour between12-2 pm. Use a location convenient to the reporters such as a press club ordowntown site. Have press kits available at the event, and designate some-one from the coalition posted at the door. A briefing on the overall issues ofthe program is appropriate at the beginning or after a great deal of change.

Public Service Announcements (PSAs). PSAs are a good way topublicize events. For radio, write a 15-to-20 second statement orannouncement and submit it by fax or mail to PSA contact. Television PSAswill need to be produced, but your only cost is for production, not distribu-tion. Many newspapers will print information from PSAs in their communi-ty calendars and announcements sections.

Local Cable Access Programming. Cable access channels offeraccess to equipment, air time and consulting and are an excellent venue forlocal issues. PSAs, panel discussions or other programming are possible;contact the local cable company for more information. In many areas, cablechannels will film public forums or debates.

Buying Space or Time. Buy space for a prepared advertisement toappear in local newspapers or magazines. Newspapers and magazines haverate cards that explain ad sizes and prices. Buying time for radio advertisementsis relatively inexpensive. Check with local stations for rates, listenership andtechnical requirements for submitting advertisements. Some stations allowradio personalities to read ad copy on the air; others use only advertisementsthat are produced on tape.

Letters to the Editor. Newspapers frequently print letters to the editorthat address an issue which has been in the news recently. The letters to theeditor section is one of the most-read sections of the paper, and an ideal placeto respond to criticism or concerns. Letters should be persuasive, brief and usestatistics from reputable sources. A prominent member of the community couldbe asked to write a letter, or sign a letter drafted by another coalition member.

Guest Editorials. Guest editorials, or “op-eds,” are brief opinion piecesor essays on topics in the news. Op-eds should be approximately 500-800 wordsin length and make one major point, backed up by reputable statistics and com-pelling stories. As with letters, a prominent member of the community couldbe asked to write an editorial or sign one drafted by another coalition member.

Letters to Media Professionals. Maintain press contacts throughletters to reporters, editors, talk show producers and editorial boards. Useletters to suggest interviews or topics for press consideration, to acknowledgegood coverage of an issue or to praise a reporter or editor.

Appearing on TV or Radio. TV and radio stations often look forcommunity members to comment on current events. You and the coalition cancall or send information suggesting yourself/the spokesperson as an appropriateguest for a specific show. Once you are invited onto a show, research the otherguests’ views. To make the case more compelling, use stories to illustrate yourpoints in addition to facts. Speak in short, crisp sentences. It’s harder to

provide background in these mediums than in print, so assume no prioraudience knowledge when you make your case. On TV, wear bright solidcolors, and avoid wearing glasses.

Other Activities for Educating the PublicAll of these events present opportunities to reach the public with detailed

information about the proposed program. The following opportunities canbe used to answer questions, respond to concerns or questions, and encour-age broader participation in the group working to promote the program.

• Give a presentation at board or membership meetings of civic, profession-al and/or advocacy groups and ask them to endorse the coalition’s goals.

• Create and distribute materials targeted for a specific audience, such asparents; these materials can include questions and answers, reports, factsheets, etc.

• Hold or participate in community forums or briefings for parent groups,PTAs, neighborhood associations, etc.

• Testify at meetings of policymaking bodies such as school boards, citycouncils, legislatures

• Conduct a petition drive among the general population or among specificgroups such as students; then hold a press conference and present thesepetitions to policymakers

• Conduct polls or surveys to gauge and/or illustrate community support• Write articles about the program for organizational newsletters• Hold speak-outs, protests or rallies to illustrate support for the program• Write letters to school boards, Department of Education, and other policy-

makers concerned with the issue


LOBBYING: THE ART OF PERSUASION

People use the voting booth to let their elected officials know how wellthey’re doing. But there are other opportunities to communicate with deci-sionmakers, and many different methods for doing so, such as visiting, call-ing or writing legislators or presenting testimony.

Advocacy can occur any time. Particularly in local policy bodies (such asschool board or city council), many opportunities exist for sharing opinions.Advocacy can occur when you encounter a legislator in the hallway or thepost office. You can sign up to speak at a public hearing or write to legisla-tors about your viewpoint. There are also specific points in the legislativeprocess when bills are most readily affected. The state legislative researchoffice, League of Women Voters or the Secretary of State’s office can provideinformation on the legislative process in your state. Use this material to helpdecide upon the most effective strategy for making your views known todecisionmakers.

It is also useful to understand Parliamentary procedure, which is an oper-ating system used by legislators. Parliamentary procedure is complicated, butwell worth understanding. Little-known rules and procedures are often usedto defeat or weaken proposals without generating public notice or allowinglegislators much opportunity for negotiation. Likewise, rules and procedurescan be used to advance legislation and bring it to a vote. Familiarity with theparliamentary procedure used by the targeted political body will increaseadvocates’ abilities to strategize for success under many scenarios.

General Tips for AdvocacyTarget your efforts. Survey the policymakers who will be involved in

approving, funding and implementing your program, and decide who youwill approach, and in what order. Start with firm supporters and move on tothose who are moderately progressive or undecided in their views. You maywant to begin with legislators on the committee that will first hear the billand members of a friendly caucus, such as the Women’s Caucus. Be certainyour own legislator knows your position on the bill.

Be gracious. Always begin by thanking the legislator for providing theopportunity to hear your ideas, opinions, etc. Legislators who support adoles-cent reproductive and sexual health, in particular, receive a lot of negativeattention from the opposition. A sincere “thank you” will be greatly appreciated.

Be professional. Be professional in both dress and manner; don’t saynegative things about other legislators or public figures.

Be focused. Stick with one issue per call or letter. Information aboutmore than one topic will only confuse the message and dilute your point.

Do your homework. As part of your preparation, research the legis-lator’s position on your issue. You can find out through voting records,speeches, newspaper articles, debates and other organizations that work onthis area. Advocacy organizations, particularly those with Political Action


Committees often track legislator’s votes, and can provide voting guides.Explore the legislator’s personal connections with the issue: do they haveteenagers themselves? Frame your presentation for maximum effectivenessbased on your knowledge about the legislator’s constituency, views, back-ground, interests. Different arguments are compelling for different people; usethe most persuasive argument for this person. It might help to role play whatyou want to say at the meeting, and practice responses to possible comments.

Make a personal connection. No matter how insignificant you may feelit is, if you have friends, relatives and/or colleagues in common, let the legisla-tor know! In particular, let the legislator know if you are a constituent. The leg-islative process can be very informal and, although a personal connection makesno difference in your presentation, it may make the difference in your effectiveness.

Consider yourself an information source. Legislators have limitedtime, staff and interest in any one issue. They can’t be as informed as they’d likeon all the issues—or on the ones that concern you. YOU can fill in the informationgap. Encourage the policy maker to ask questions about the program or the issue.

Tell the truth. There is no faster way to lose your credibility than togive false or misleading information to a legislator.

Know who else is on your side. It is helpful for a legislator to knowwhat other groups, individuals, state agencies and/or legislators are workingwith you on an issue. Providing this information also illustrates that your grouprepresents many more voters. Bring coalition members and young people withon lobbying efforts. It is also important to keep in touch with your allies sothat advocacy efforts are coordinated and relevant information is shared.

Know the opposition. Anticipate who the opposition will be, bothorganizations and individuals. Tell the legislator what opposition argumentsare likely to be and provide clarifications and rebuttals. The ability to antici-pate criticism and defend your position will make a difference.

Don’t be afraid to admit you don’t know something. If a leg-islator wants information you don’t have, or asks something you don’t know,tell them. Then, offer to get the information they are looking for, and DO IT!

Be specific in what you ask for. If you want a vote, information,answers to a question, signature on a petition; whatever it is make sure youask directly and get an answer.

Follow up. It is very important to find out if the legislator did what theysaid they would. Send a thank you letter after your conversation, restatingyour position. It is also very important that you thank the legislator for asupportive vote, or ask for an explanation of an unsupportive vote.

Stay informed. Legislation changes status quickly and often.Amendments or other committee actions can radically change the effect of abill without receiving much publicity. The sponsor or legislature’s researchoffice can help identify where in the process the bill is currently located, andwhat it’s current language is.

Don’t burn bridges. It is easy to get emotional over issues you feel strong-ly about. That’s fine, but be sure that you leave your relationship with the legisla-tor on good enough terms that you can return to them on that or another issue.


Don’t get into a heated argument with a legislator, and never threaten them.Your strongest opponent on one issue may be a great proponent on another!

Remember, you’re the boss. Your tax dollars pays legislators’salaries, pays for the paper they write on and the phones they use. YOU arethe employer and they are the employees. Be courteous, but don’t be intimi-dated. They are responsible to you and, nine times out of ten, legislators aregrateful for your input.

Communicating with Legislators by LetterIdentify your target legislators. You can send a letter to your own

representatives, to all members of a committee dealing with your issue, or tothe entire legislative body.

Mention a specific issue and/or bill. Your letter will be moreeffective if it concentrates on a specific issue or a particular bill. When referringto a bill, cite the sponsor, bill title and number. If possible, include the bill’s status:what Committee it has been referred to, when the public hearing was held.

Dear Representative Jones: I am writing to urge your support of L.D. 2214, An Act to Ensure

Safety for Workers, which was presented for public hearing before theLegislature’s Labor Committee last Tuesday, February 10th.

Be brief and succinct. A one-page letter has more impact than a ten-page letter. Outline your main point in the first paragraph and try to coveronly one issue per letter. Make it clear how you want the legislator to vote.For background, you could also include a newspaper clipping or fact sheetthat discusses the issue in greater depth.

Make it personal. Policymakers and their staff are more likely to payattention and remember letters that include real life experiences. Explain why theissue is important to you, how the legislation will affect you and others in yourarea. Describe an experience you’ve had that illustrates your point. Organizedcampaigns do not impress legislators as much as heart-felt constituent communi-cation; don’t let it appear that you are part of an organized advocacy effort.

Identify your relationship with the legislator. If you are a con-stituent or have another connection with the legislator say so at the begin-ning. Include your name and address. This enables the legislator to respondto your letter. Your address also indicates your voting district, and gives anextra incentive for the legislator to pay attention to you.

Ensure that they receive the letter. When the legislature is in session,send your letter to the state house; out of session, use the district (or home) address.

Follow up. Make a quick call to confirm receipt of the letter. You cansimply say to the receptionist: “I’m calling Representative X to make sure shereceived my letter about L.D. 2214, the Act to Ensure Safety for Workers.”Leave your name and phone number. Call or write until you get an acknowl-edgement of your letter.

Send a final reminder about the bill. Find out when the bill willbe voted on and, just before the vote, send a postcard (or leave a phone mes-sage) about your position. As before, include the bill number and title. This


will let the legislator know you are following this issue, and that the vote isstill important to you.

Thank the legislator if he or she voted with your position.

Face-to-Face Visits:Schedule a meeting. Call the legislator’s office and schedule a meet-

ing enough in advance that you have time to prepare. Make appointmentswell enough in advance to prepare, confirm the meeting and invite other peo-ple working on this issue. Keep a record of who attended, what informationwas shared and any actions promised.

Be flexible. Expect interruptions, changes in schedule or staff avail-ability. If you can’t meet with a legislator, try to meet with an appropriatestaff member or reschedule for another time.

Staff people are extremely important, and may have great influence on alegislator’s views.

Be prompt. Don’t be late, as it sets a bad tone for the meeting before ithas even started. If you are running late, call ahead and let the legislator’soffice know.

Be prepared. Make the most of your visit: plan your presentation inadvance and divide up roles for group members to take on, including a notetaker. Plan a 5-minute presentation (10 minutes at the most) and expect to spendno more than 15 minutes with the legislator. Make your important points in aclear and succinct manner. Note personal relationships and constituents.

Take advantage of opportunities. Meetings with legislators can takeplace anywhere — in the state house hallways, the district office or the local gro-cery store. Take advantage of unexpected opportunities to speak with legislators.

Leave something behind. Develop a handout packet to leave with thelegislator. It should include a short (1-2 pages) summary of your group, theissue you are working on and your request for action, background informationabout the issue, and press clippings such as editorial support for your position.

By TelephoneIdentify yourself using your name and address. If you are a

constituent, say so.Identify the issue you want to talk about; when referring to a bill use

its number and its title.State both your position and how you would like the legislator to vote.Ask for the legislator’s position on the bill or issue. If supportive,

ask for a commitment to vote for your position. If opposing or undecided, thankthem for the information—don’t argue with them on the phone. Ask whatinformation would be helpful in helping the legislator become a proponent.

If the legislator is unavailable, leave a detailed message with a staffmember. The staff member may be able to describe the legislator’s position.


Follow up by sending a note thanking the legislator for their time.Include any information that the legislator can use to solidify their position,or which may move them to support your position.

In TestimonyWhen committees and subcommittees hear views from constituent on a cer-

tain topic, it is called “testimony.” Arrangements for presenting testimony varyby state: the state legislative research office or your legislator will be able todescribe the procedure in your state. In most areas, you can arrange to presenttestimony by calling the bill’s sponsor, the chair of the committee consideringthe bill, or your legislator. Once you’ve scheduled your testimony:

• Draft a 5-minute speech on the bill. Begin by thanking the committee forallowing you to present your views. Make the testimony interesting, per-sonal and compelling.

• Include information about what the bill’s effects would be, as well as afew compelling statistics about the situation the bill is designed to address.

• Print your testimony, include your name, address, organizational affiliationand the bill number at the top of the first page. Find out from the commit-tee staff how many copies of your testimony to bring to the hearing.

• Attach easy to read background information (such as a fact sheet or news-paper article) to each copy of your testimony.

• Practice delivering your testimony so you won’t be nervous. Time yourdelivery to ensure that you have enough time.

• Expect questions from the legislators, particularly from those opposingyour viewpoint, and be prepared to address their concerns.

What to do if the Legislator:Strongly agrees with your position:Thank them.Ask them to take a leadership role in the legislature, the media and/or

the community.It is appropriate to ask for any of the following, and more: an agreement

to write an article for a newsletter; signature on a petition or letter of sup-port; public use of legislator’s name; sponsorship of a bill; agreement to offeramendments to legislation; speeches at public forums; agreement to vote foror against a resolution.

Ask their advice about who else to talk to, what arguments best make thecase for the bill, what media strategy will be most effective in gathering sup-port for the bill.

Ask what information or constituency would be helpful in swaying additionallegislators to your position. Then work to produce these materials or advocates.

Ask them to “lobby” undecided legislators, and give them a list of theselegislators.

Thank them again.


Agrees with your position:Thank them.Assure them of your continued interest in the issue and your continued

support for their position.Ask if they would be willing to help in any way beyond their vote. If yes,

refer to the tips above.Thank them again.

Is undecided or noncommittal:Inform them of your interest in the issue or legislation.Present the case as clearly and concisely as possible, if possible have con-

stituents and/or teens make the presentation.Ask about their viewpoint to investigate whether their position results

from personal or political factors, a lack of information, misinformation, or acombination. Adjust your strategy accordingly.

Ask if there are specific groups or individuals from whom they wouldlike to hear.

Offer to provide information that will help inform them about the issue.Follow up by providing information they requested, or information

addressing their reservations.Once they have indicated a position, thank them for their support, or send

a letter stating your disappointment in their position.Keep in touch to nurture the relationship.

Is opposed to your position:Thank the legislator for the opportunity to discuss your views.Determine how strong their opposition is, and upon what it is based. If

the opposition is not vehement, it may be worth trying to change the legisla-tor’s position.

If the legislator appears movable, present information that addresses hisor her concerns. Make sure that the legislator hears from constituents whosupport your position. Strategize and present the case most likely to res-onate with this particular legislator.

Stay in touch to nurture the relationship with the legislatorIf the legislator is not movable, ask them not to lobby their colleagues on

the issue. With a close vote, where you cannot win unless the legislatorcooperates, ask them to “walk” (be absent) when the vote occurs

If the legislator’s opposition is strong, write and express your disappoint-ment in their position (and/or their vote). Don’t waste your time and energytrying to move them.


RESPONDING TO OPPOSITION & CRITICISM

Every program has critics. Proponents of adolescent reproductive andsexual health programs must be prepared to address objections and opposition.Conflict is unpleasant but provides an opportunity to educate and communi-cate with the public. Responding to critics through open discussion allowseveryone to be heard and competing ideas to be tested. Open communicationoften leads to compromise that maintains the integrity of a program whilebuilding the broadest possible support.

Addressing opposition effectively involves listening to many differentinterests and conflicting views and then cooperating to achieve agreement.

Since a debate of some nature is guaranteed when adolescent reproductiveand sexual health programs are considered, proponents must prepare inorder to succeed. The majority of Americans support programs to improveadolescent reproductive and sexual health, but too-often are not activeand/or vocal about their support. Even those who initially oppose adoles-cent reproductive and sexual health programs can be made supporters if theyreceive information, have their questions answered and are invited to contributeto the debate. Provide information and the opportunity to hear differences,answer questions and respond to concerns, and most of the community will besupportive.

It is vitally important to know who opposes the program or proposal underconsideration, why they do so, and what strategies and arguments these criticswill use. Opposition can arise from many sources. Some individuals mayoppose a program because they have questions about what is being proposed,what will be accomplished and how the plan will be implemented. Thesecritics may be turned into supporters by providing information about how thelocal situation demonstrates that the program is needed, what the program’sgoals and components are and how the program will be funded and evaluat-ed.

Other individuals object to a planned program because they feel they havebeen left out of the development process. Program planners should makeevery effort to involve representatives from all areas of the community fromthe earliest discussions about a desired program. It is particularly importantto involve supportive members of the religious community as well as parents.Documenting a large and diverse coalition whose members support the proposalassures those who might otherwise feel ignored that their community is involvedin creating the program plan.

Other critics may think teen reproductive and sexual health programs aresimply unnecessary. A broad public education campaign is an effective wayto build public awareness about teen health issues. By highlighting relevantlocal teen health indicators and describing how they will be improved by theproposed program, proponents can persuade many people to support the


proposed program. A sample needs assessment, which serves as a guide forcollecting information about the community, is included in this Kit.

Some people oppose school-based programs that target reproductive andsexual health as representing an effort to divert schools’ attention from providingthe best possible education. Present facts about how school-based healthprograms can improve young people’s health and about the correlation betweenhealth and improved school performance. Additional information about thelong history of public health and educational campaigns focused in the pub-lic schools can be effective in many communities.

Some people will never change their minds and become supporters of aproposed program, so don’t waste your time attempting to convince themotherwise. There are plenty of people who will listen to and benefit from aninformation campaign—concentrate on this audience.

The most important tool in fighting for a program is clear and conciseinformation about the need for the program and the manner in which theproposed program will improve teen health. Engage the community in orderto publicize this information and the program stands a good chance of beingapproved and supported by the public. By listening to people’s concerns,proponents can identify the most effective means to persuade the greatestnumbers to support the program or policy under consideration.

How to Deal with Opposition and CriticismCreate a broad-based coalition of vocal supporters. Extensive

community support and participation clearly indicates the popularity of yourprogram. See the Coalition section for more information. Support oneanother when times are rough. Let young people remind you of what theissues are all about: their reproductive and sexual health!

Be prepared for opposition. Know in advance that there will beobjections to your proposal, and watch for them. Know not only who theopposition is but also what objections will be raised. Read opposition mate-rials, study the newspapers, watch and listen to talk shows, learn about areaorganizations that will oppose your program. Check the lobbies and parkinglots of religious organizations, as well as religious bookstores, to see if oppo-sition literature on the issue is being handed out: this type of literature hasbeen used to misrepresent the goals and effects of progressive programs.

Explain the program to the public. Many Far Right successescome from their ability to twist the meaning of educational, public health andpublic policy terms that are unfamiliar to the general public. Move beyondFar Right descriptions by explaining why the proposed program reinforcesfamilies, will not corrupt children and addresses existing problems in thecommunity. Use descriptive and accurate language: for example “contracep-tive availability” is preferable to “contraceptive distribution,” since these pro-grams do not force contraception on anybody, but rather make it available tothose in need.


Defend your program. Prepare to answer criticism with data, statis-tics, anecdotes and other information. Ignoring opposition statements makesthem appear to be more popular that they really are and permits distortionsto be accepted by the public. Check opposition statements for truth andpublicize any distortions. When terms are unclear, or appear to be manipu-late into different meanings come up, ask for an explanation. Responding toopposition can be accomplished by writing letters or op-eds for newspapers,speaking out at meetings, calling radio talk shows, offering your position asa follow-up interview to TV or radio stations covering the issue.

Encourage open and civilized debate. Communication is essen-tial to the democratic process and is the only way to address the fears of thegeneral population and objections of the opposition. Investigate and partici-pate in the mechanisms by which schools and other public organizationsaddress questions about programs. Ensure that all public meetings adhere torules to encourage order. Ask members of the press to sign in and show theircredentials. Require speakers to sign up in advance, give their name andaddress (and, when relevant, how many children they have in the schools);set time limits; select a moderator who will control personal attacks or dia-tribes. Some communities hold hearings for specific groups: parents, healthcare workers, teacher, students, etc. This is time-consuming, but can yieldopen discussion instead of heated exchanges in which only one viewpoint isexpressed.

Don’t be afraid of threats. Urge policymakers not to be intimidatedwhen faced with demands that programs be abandoned. Threats of lawsuitsare common when communities consider progressive programs, such as con-traceptive availability, but few carried out and/or successful. Holding com-munity meetings in response to criticism can help generate broader discus-sion and answer the public’s concerns.

Follow the debate. Find out about the different news outlets in yourarea and watch for coverage of your issue. Participate in the debate by con-tacting these outlets with news, objections, clarifications, etc. Sometimesopposition groups spread misinformation about programs and policiesthrough leafletting and flyers. If this happens, respond with correct informa-tion through the press or community and/or religious groups.

Be active in your campaign. Provide information and the frame-work for the discussion so that the real facts are made public and all have achance to get involved. Set the tone of the debate by taking the lead. See theMedia and Coalition sections for specific activities.


Religious Political ExtremistsSome groups are not open to persuasion. Organized groups opposing

progressive programs may be part of the Far Right movement, known for itsextreme political agenda. Religious political extremist organizations (alsoknown as the Religious Right) believe that their worldview and theology(typically fundamentalist) should be the dominant one in American cultureand that the government should enforce Biblical law.

Almost universally, religious political extremist groups favor:• limiting access to contraception• denying women access to abortion information, counseling and services• prohibiting equal rights for gay, lesbian and bisexual Americans• abandoning multicultural and cultural diversity educational programs• requiring abstinence to be taught as the only acceptable method of prevent-

ing pregnancy and sexually transmitted diseases• denouncing sexual expression outside of marriage• censoring books in public schools and libraries• closing school-based and school-health centers


It is very healthy for a young girl to be deterred from promiscuityby fear of contracting a painful, incurable disease, or cervical cancer,or sterility, or the likelihood of giving birth to a dead, blind or brain-damaged baby (even ten years later when she may be happily married.)

Phyllis Schlafly, Eagle Forum

The extremists’ ultimate goal is to impose a narrow religious agenda uponthe American people. Tactics used include misrepresenting evaluation data,lying about program components and goals and fomenting public hysteriaabout progressive organizations and programs. Adolescent reproductive andsexual health proponents must reveal and contest the religious politicalextremists’ agenda in order to succeed in promoting progressive programs.

The Pro-Life Action League opposes all forms of contraception.Joseph Scheidler, Pro-Life Action League

Magic Johnson wants us to believe AIDS can happen to anybody.Sure, anybody with numerous homosexual partners, or several hun-dred heterosexual partners, or an illegal IV drug habit. It will nothappen to you if you have one mutually faithful uninfected partnerfor life. That is the only “safe sex.”

“Quick Facts on Safe Sex,” Focus on the Family

Extremists typically utilize three tactics: stealth, demonization and mis-representation.

STEALTH candidates attempt to win political office by concealing theiragenda from all but their most ardent supporters. While everybody has the right toparticipate in the political process, extremists tend to infiltrate the politicalsphere rather than engage in the democratic process. The problem is not thatthese candidates have views or allegiances, but that they hide them. Certainextremist conservatives concentrate get-out-the-vote efforts on sympathetic orga-nizations and hide from the general public. Stealth tactics keep turnout low,because voters don’t know enough about a candidate to know they would notsupport them. Because of reduced voter turnout, stealth candidates can win, par-ticularly in a non-presidential election year (such as 1994) or in local elections that notcoinciding with national elections.


We don’t have to worry about convincing the majority ofAmericans to agree with us. Most are at home watching FalconCrest. They’re not voting.

Guy Rodgers, Christian Coalition

When we get an active Christian parents’ committee in operation inall districts, we can take control of all local school boards. This willallow us to determine all local policy, select good textbooks, good cur-riculum programs, superintendents and principals. Our time has come!

DI Bednark, Citizens for Excellence in Education

The feminist agenda is not about equal rights for women. It isabout a socialist, anti-family political movement that encourageswomen to leave their husbands, kill their children, practice witch-craft, destroy capitalism and become lesbians.

Pat Robertson, Christian Coalition

MISREPRESENTATION is a tactic by which the extremists raisesupport for their cause by distorting and falsifying program goals, compo-nents and effects. Misrepresentation incites opposition by frightening andmisleading the public. The religious political extremists manipulate statisticsand research to support their agenda. They have fabricated and misrepresentedquotations, program goals and evaluation outcomes in order to portray progres-sive programs as faulty, ineffective or offensive. For example, some extremistsmisrepresent psychological health, substance abuse prevention and self-esteemraising efforts as occult brainwashing programs. People who have not beeninformed or who feel they are prevented from getting involved are excellenttargets for misinformation campaigns.

DEMONIZATION is a tactic that channels public discontent into activeopposition by blaming current social woes on a specific group such as programproponents, educators and political candidates. This tactic plays on people’sfears of change and of their social condition. Demonizing terms include:Feminazis, the homosexual lobby, secular humanists, Godless socialists andNew Agers. Extremist materials often portray the target group as agents ofSatan. These labels make reasonable people who care deeply about teens seemto be dangerous and subversive forces with an agenda of harm and control.


The separation of church and state is a foreign idea to God andU.S. history. It is found nowhere in Scripture or any U.S.Constitution or official documents. It is found in the Soviet UnionConstitution.

Bob Simonds, Citizens for Excellence in Education

The humanism that is being taught in schools, media, and intel-lectual circles will ultimately lead people to the Antichrist, becausehe will be the consummate figure of humanism.

Pat Robertson, Christian Coalition

We have meticulously followed God’s plan and His biblical prin-cipals in CEE’s plan to redeem America’s children from the clutchesof atheism, immorality and psychological brainwashing. Godlesssocialism and the plethora left-wing agenda items must be stopped.

Bob Simonds, Citizens for Excellence in Education

In its publication Winning Through Reason, Not Fear: Meeting theChallenge of the Religious Right, People for the American Way has designedten rules for engaging in a debate with religious political extremists(Religious Right).

1. Do not focus the debate on the extent of the Religious Right’s strength orexaggerate the “threat” it poses. It is not the Religious Right’s existence—or its putative power—that Americans object to, but rather what it wants to do.

2. Always remember that this is a fight for the mainstream, which will be wonby addressing the concerns and values of ordinary Americans. Votersoften feel left out of today’s arguments between the Religious Right andprogressives. This leaves both these sides on the margins, with the mid-dle up for grabs.

3. When appropriate, criticize the Religious Right for trying to use governmentto impose its religious values on others, thereby mixing religion and politicsin an inappropriate way. This is what most limits its appeal with voters.

4. Whenever possible, engage the Religious Right on fights over specificissue positions rather than general values, and force its leaders to defendtheir most extreme positions. Progressives can win on the issues, especial-ly when they develop a competing agenda for change.

5. Speak to Americans’ strong conviction that the nation is experiencing aserious decline in moral values. Avoid getting positioned outside themainstream on questions of core values.

6. Highlight the limited range of values advocated by the Religious Right,and challenge its claim to speak for all moral and religious Americans.

7. Do not allow the Religious Right to define political differences as adebate over the importance or value of religion. Although Americans donot favor government promoting particular religious views, they do wantmore religion in their society.

8. Do not compromise your credibility by employing exaggerated language.Progressives’ descriptions of the Religious Right must ring true with voters.

9. Reach out to less-educated and lower-income voters, who often do nothave liberal social values.

10. Educate younger Americans about the Religious Right; they reject muchof its agenda, but are also the least concerned about its influences.


RESPONDING TO CRITICISM AND OPPOSITION:Selected Bibliography

In addition to Advocates for Youth’s Fact Sheets and advocacy manuals,the following materials offer insight into dealing with opposition to adoles-cent reproductive and sexual health programs.

American Association of University Women. Unmasking Religious RightExtremism. AAUW: Washington, DC. 1994.

Ledell, Marjorie and Arleen Arnsparger. How To Deal with CommunityCriticism of School Change. Alexandria, VA: Association for Supervision andCurriculum Development. 1993.

Marzano, Robert. “When Two Worldviews Collide.” Educational Leadership.Dec. 1993/Jan. 1994.

National Association of State Boards of Education. How Schools Work andHow to Work With Schools: A Guide for Health Professionals. Alexandria, VA:NASBE.

National Parent Teacher Association. National PTA’s Guide to Extremism.Chicago. IL.

National School Boards Association. “Pressure Groups and the Politics ofEducation.” Updating School Board Policies. Vol. 23, No. 9. December,1992.

Nebraska Department of Education. Thinking Ahead: Preparing for Controversy.Lincoln, NE. 1991.

People for the American Way. Winning Through Reason, Not Fear: Meeting theChallenge of the Religious Right, Washington, DC, Fall 1994.

—-. Twelve Rules for Mixing Religion and Politics. Washington, DC. July, 1994.

—-. The San Diego Model: A Community Battles the Religious Right. Washington,DC. May, 1993.

Sex Information and Education Council of the U.S. Community Action Kit:An Information Pack to Support Comprehensive Sexuality Education. NewYork. 1993.

——- Guidelines for Comprehensive Sexuality Education. New York: NationalGuidelines Task Force of the Sex Information and Education Council of theU.S., 1991.


COMMON QUESTIONS ABOUTSEXUALITY EDUCATION

The following are some questions commonly raised by opponents ofcomprehensive sexuality education, along with responses that have workedfor other communities. Other criticisms may arise and sexuality educationproponents should decide in advance what their response will be.

Shouldn’t parents be the ones responsible for teaching theirchildren about sexuality?

Open communication between parents and children is extremely valuable,and young people consistently say they want to be able to talk with theirparents about sexuality. Unfortunately, most parents report that they do notknow what to say, or when to say it. Parents often feel uncomfortable talk-ing with young people about intimate issues: 67 percent of parents say it ishard for them to talk with their children about sexuality. Ninety-eight per-cent of parents say they need help in communicating better.

Supplementing education received by parents with sexuality educationprovided in the schools helps parents overcome the difficulties they facewhen they are the sole providers of information and guidance. Sexuality edu-cators work in concert with parents to promote healthy sexual developmentby adolescents. Links between parents and schools can aid parents in theirefforts and help them to build skills along with their children.

What advantage is there in offering sexuality educationin the schools?

The goal of sexuality education is to promote positive sexual health.Quality sexuality education focuses on both factual information and skillsdevelopment. Skill-building components address setting goals, communicatingabout whether to have sex, negotiating abstinence or contraceptive use, resist-ing peer pressure and other important abilities.

While sexuality is a normal, healthy part of being alive, too many familiesmaintain a harmful silence about the issue, giving young people the messagethat sexuality is bad. Ignorance flourishes in such a climate, preventingteens from making informed and responsible decisions about abstinence, contra-ception, sexuality and relationships.

School-based programs can play an important role in educating young peo-ple about sexual health and decision-making. Age-appropriate comprehensivesexuality education (preferably from kindergarten through 12th grade) canreach young people before they start having sex and increase motivation todelay initiation of sexual intercourse and to use contraception consistently.

Comprehensive sexuality education also allows students the opportunityto examine behavioral values and norms in order to weigh the consequencesof their decisions. School-based education helps young people learn to identify


their own and their families values, and to use these values to make healthychoices throughout their lives.

What are the effects of sexuality education?

Sexuality education, combined with access to contraception, can help teensdelay sexual intercourse and to use contraception better. Other industrializedcountries that have comprehensive education and confidential access tocontraceptives have much lower rates of teen pregnancy, childbearing andabortion than does the United States. In fact, these European rates are 2-7times lower than rates in the US, even though teen sexual activity is similarfor US and European teens.

Research shows that young people who receive sexuality education in theschools are more likely to talk with their parents about sexuality.Comprehensive sexuality education enhances young people’s knowledge,clarifies their values, improves their communication skills and encouragessexually active teens to use contraception. Comprehensive programs havebeen found to help teens delay having sex and to improve their contraceptiveuse when they do have sex.

Because most contraceptive failure is due to error on the part of the userrather than a flaw in the product, sexuality education can decrease contraceptivefailure. For example, correctly used condoms are about 98 percent effective.Comprehensive sexuality education can help reduce user error by improvingcommunication about contraception, as well as educating people about correct use.

Doesn’t sexuality education promote sex andlead to sexual experimentation?

No, providing information about sexuality does not lead young people toexperiment with sex. Age appropriate comprehensive sexuality educationthat begins early and is sustained can help teens delay sex and use moreeffective methods of birth control once they become sexually active.

In fact, a recent World Health Organization review of sexuality educationprograms from all over the world found that young participants engaged inneither earlier nor increased sexual activity. Studies consistently show thatteens who receive quality sexuality education are more likely to report con-traceptive use at first intercourse than teens without sexuality education.

What’s wrong with teaching values?

Sexuality education programs do stress values. The values-based componentshelp young people identify their own values based on their culture, family andreligious background. Comprehensive sexuality education programs do notattempt to replace family values, but rather to help young people identify themso they can be more aware of which decisions are right for them, and why.Education which explores differences in American society fosters respect fordiversity in our country while validating commonly held social values: hon-esty, dignity and responsibility.


What’s wrong with teaching abstinence?

All comprehensive sexuality education programs teach about abstinence,and help teens build their skills to remain abstinent if they so desire. Thesetopics include decision-making, negotiating health care and contraceptiveuse, disease prevention and avoidance of peer pressure. When abstinence istaught as the only option for young people, however, teens are denied infor-mation and skills that will be vitally important to them at some point in theirsexual lives.

Furthermore, sexually active teens feel stigmatized by messages that onlyabstinence is safe or appropriate, and may be less likely to use contraceptionwhen they have intercourse. After all, condoms provide 10,000 times moreprotection than no contraception at all. Withholding information does nothelp young people make informed and responsible choices.

How can you teach abstinence and contraception at the sametime? Doesn’t that send a mixed message?

Teaching abstinence along with contraception does not send a mixed mes-sage. Instead, it realistically acknowledges the complicated nature of sexualrelationships and the important decisions that being sexual people involves.Comprehensive sexuality education provides young people with facts abouta wide range of behaviors and choices, including abstinence and contracep-tion. This information empowers teens who are both having and abstainingfrom sex to make healthy decisions based on knowledge and their personalvalues. Research indicates that school programs that promote both absti-nence and protected sex are more effective in reaching teens and help themmake responsible decisions.

How can sexuality education be good ifso many people oppose it?

Actually, most people (including most parents) support sexuality educa-tion. A recent study indicated that 85 percent of adults support comprehen-sive sexuality education in the schools, and 94 percent support HIV preven-tion education in the schools. Public health organizations recognize that sex-uality education is beneficial; a list of organizational supporters appears onthe reverse of this page.

Most opposition to sexuality education comes from a small minority ofpeople, unusually conservative in their political and religious values. Thesecritics usually fear that any discussion of sexuality will lead young people tohave sex or that openness about homosexuality will somehow “recruit” teensinto lesbian or gay relationships. Another misperception is that programswhich are not comprehensive and only discuss abstinence can be effective.Not one of these beliefs is true. Educating the public about the real contentand effects of sexuality education will help allay fears and make visible theoverwhelming public support for comprehensive sexuality education.


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Washington, DC 20036Phone: 202.419.3420

Fax: 202.419.1448w w w . a d v o c a t e s f o r y o u t h . o r g

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